Review
Davenport University
Spring
2021
Vision 2025 Changing the dynamics of higher education
PG. 11 See how Davenport is changing the dynamics of higher education
PG. 16 Exploring certificates: a new way to amplify your skills and earning potential
PG. 20 Global Campus: Exploring a new frontier
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Section Header
In This Issue
Review
Spring 2021 | Volume 18
The DU Review is designed and published by Davenport University
University News
Advancement
02 |
Message from the president
16 |
Exploring certificates
Executive Vice President Rachel Render Executive Director of Development Ana Doonan
A new way to amplify your skills
Executive Director of Advancement Operations Laura Macka
Features
11 |
Director of Alumni and Donor Engagement Whitney Enge
Changing the dynamics of higher education Davenport president introduces new university vision
20 |
Global Campus, exploring a new frontier Davenport invests in digital access to education
Director of Major Gifts Jon Hankins Assistant Director of Alumni Relations and Events Erik Dane Marketing & Communications Executive Vice President Deb Cooper Executive Director of Communications and Public Relations Amy Miller
Giving & Alumni
04 |
Education knows no boundaries
08 |
Alumni business owners
23 |
Why I give
One student’s journey defies tradition
Sr. Art Director Susan Thompson Graphic Designer Ben Huff Project Manager, Marketing and Communications Rachel Corwin
Davenport Legacy Society Edition
Have something to add? Share your thoughts and images on one of our social media platforms. DavenportU
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University News
A message from the president Our vision at Davenport centers on the success of our students. We are working to prepare our graduates to exceed employer expectations, transform communities, and change lives by believing that every person can achieve their dream. How do we know that we are achieving our vision? We set goals, measure our performance, and identify areas of opportunity and success. We want to ensure our efforts have a positive impact on our students’ lives, our local economy, and the overall well-being of the communities we serve. The feedback we receive from employers indicates we are achieving our goal. In a recent study conducted by the university, 95% of employers report that they’d hire a Davenport graduate again in the future. Survey participants indicated that they appreciate the skills Davenport graduates bring to the workplace.
In January, we officially kicked off our plans to achieve Vision 2025. This vision will see Davenport challenge the status quo in higher education by knocking down barriers and creating more opportunities for students to succeed. We’ll look to tackle important initiatives, including addressing mental health, increasing support for Latinx and first generation students, and expanding our urban education offerings. With defined, measurable goals in four pillars of excellence, Davenport’s Vision 2025 is a radical yet realistic vision for raising the bar in higher education. It continues to elevate Davenport as a national leader in assuring that students find value in their education and graduate with a clear path forward for applying what they’ve learned. Our four pillars of excellence include: Delivering the highest quality education
•
Continuously challenging the status quo through innovation
•
Offering students maximum flexibility
•
Creating an unparalleled student experience
I look forward to working with you as Davenport navigates the path ahead. I welcome your feedback and support. It’s through your continued involvement that our students’ career dreams are realized. Now, more than ever, the Davenport University mission — to prepare and transform students to achieve the highest levels of academic performance, leading them to excel and advance in their chosen fields — is vital for ongoing progress and prosperity in our communities, our nation and our world. Sincerely,
Richard J. Pappas, Ed.D. President
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Our students report similar satisfaction. In 2020, graduate satisfaction has climbed to new heights, with 95% reporting high satisfaction and 92% reporting they landed a job in their chosen profession.
In this issue of DU Review, I share a personal account of the problems facing higher education and how Davenport stands ready to address those challenges head-on. We highlight how to offer students more flexibility. You’ll learn about our new certificate offerings, helping students quickly boost their careers while preparing them for additional degree opportunities. There is also a highlight of our Global Campus’ innovation as Davenport looks to offer students convenient and effective learning options. You’ll also learn more about the benefits Davenport offers alumni, including the introduction of a new alumni-owned-business directory.
Davenport Dialogues Webinar Series An exclusive benefit from your Davenport Alumni Association A webinar series built to offer helpful hints and ideas for your career and life: •
Building Your Brand with Connie Hook Witcher, SVP, Chief Marketing Officer at United Bank April 13, Noon–1:00 p.m.
•
Getting the Most Out of Your Home Office with Custer Inc. April 27th, Noon–1:00 p.m.
•
Strategies for Buying and Selling Real Estate in 2021 with Tom and Tracie Rich, Broker/Owner, RE/MAX United May 11, Noon–1:00 p.m.
•
Beyond the Pint Glass with Chris Andrus, Co-Owner/Co-Founder, The Mitten Brewing Company June 22, Noon–1:00 p.m.
Register now at davenport.edu/alumni/events
Section&Header Giving Alumni
Education knows no boundaries How one student’s journey defies the tradition in higher education
While many retired professionals are basking in the Florida sun chipping golf balls, 71-year-old Steve Wessell was in his native Michigan completing a master’s degree at Davenport University. A career banker, Wessell worked at 1st Source Bank in South Bend, Indiana, where he spent the last eight years of his 22-year career as the bank’s executive vice president. Upon retiring, he returned home to Grand Rapids, Michigan, when the longing for something more than recreation set in.
He admits it’s something he should have done decades ago, but as he said,
The average age of a graduate student is 31 years old. Wessell was slightly more experienced when he embarked on his graduate education at the age of 68. “I wanted the interaction with people, and I thought, "What could be better than to be doing it in a classroom,” he recalled. Apart from being driven online by the pandemic, he took all of his classes in person to fully capitalize on the opportunity for interactions with fellow students and Davenport's professors. If you ask Wessell about his experience, he’ll tell you it’s nothing out of the ordinary. “I think the ones that are remarkable are the students who
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“All of a sudden you’re just another old guy at the shuffleboard court,” he said. “You’ve lost your purpose if you know what I mean. And so I decided I’d go back and get an MBA.”
“I just never either had the time or took the time to do it, so I decided that could be my first retirement project.”
Giving & Alumni
are working a full-time job and raising a family while trying to go to school,” he said. Davenport’s small class sizes — some as few as five students and most about 12 students — made it easy for Wessell to get involved without feeling overwhelmed. “I think that is one of the strengths of the program,” he said. “The instructor knows who you are, and you get an opportunity to exchange ideas with other students more than you would in a larger class.”
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Davenport has always incorporated real-world experience and expertise in its instruction. Nearly 61% of credits last fall were taught by adjuncts. Instructors at Davenport offer graduate students a decided advantage, Wessell observed. It can be boiled down to even distribution of theory and application. “There’s a good mix of instructors that are adjuncts — they have real-life experiences in the business world and bring that to the classroom,” he said, “and there are others with an academic background who are full-time faculty, and they bring something different, a bit more theoretical emphasis on the classes. It’s a great and important balance between the two.” As a professional with real-world experience, Wessell noticed how Davenport’s academic balance added value to his peers, who were holding down full-time jobs and careers while pursuing their graduate degrees.
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“I worked in the business world for 49 years. I learned a lot in the program that I could have used in my actual career had I done it earlier,” he said. “I think most of the people [in the program] can use that kind of mentorship that these instructors who have business experience bring to the table.”
“I worked in the business world for 49 years. I learned a lot in the program that I could have used in my actual career had I done it earlier" - Steve Wessell, MBA '20
advisors help you get classes set up. The university is convenient for people with great parking and a safe environment. I’m very impressed,” said Wessell. In the end, it goes to show that no matter your age or station in life, you can pursue a graduate education at Davenport University. In 2020, Wessell, together with 507 of his fellow master’s degree graduates, became part of the 68,000 alums who have joined the ranks of the Davenport Alumni Association. “When I started thinking about going back to school, I remember asking myself, Am I too old?” said Wessell. “Then I remembered that President Jimmy Carter’s mother, Lillian Carter, joined the Peace Corps at age 68 and traveled to India to work as a nurse. I figured I can go to class a night or two a week as a way to find purpose in my retirement. Mrs. Carter’s service was remarkable, my efforts were not. What an inspiration her story has been to me!”
THE WESSELL LEGACY
As for the campus, Wessell found it easy to access and navigate during his time as a student.
When Steve Wessell completed his graduate degree in 2020, he couldn’t help but remember his father, Tyrus Wessell, and the legacy he left behind at Davenport University — and how he had followed in his father’s footsteps.
“It’s a beautiful campus. The facilities are nice. The people are great, and there’s tremendous support. The
“I wish he had been here to see that I did it and that I was as committed as he was to becoming a lifetime learner,”
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said Steve. “But he is, without doubt, the biggest influence in my life.” The elder Wessell passed away in 2003, after spending nearly 70 years at Davenport University where he entered what was then Davenport-McLachlan Institute as a student in 1931.
Ty served as an instructor, vice president and treasurer, bookstore
“He spent his whole life at Davenport. He was highly regarded,” said Steve. Serving on the M.E. Davenport Legacy Endowment Committee is perhaps how Steve pays homage to his father. The committee members allocate funding to staff/faculty who apply for support of their initiatives, programs and projects that may fall outside of the university’s operating budget. Along with having the campus bookstore named after him, Davenport’s most prestigious honor,
the Tyrus R. Wessell Award annually recognizes an employee who reflects the character and commitment displayed by Wessell during his time as teacher, mentor and friend to the Davenport community. “He was a man of immense character and one of the nicest people. He could have been successful in a lot of things, but he loved Davenport, and he loved what he did there,” said Steve. “I remember asking him once later in life if he ever had any second thoughts, if he was ever sorry that he spent his entire career there. And he simply answered, “Not for a single minute.”
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After M.E. Davenport provided him a custodial job to pay for his tuition following his first year of school, Ty completed his education at Davenport, then continued his schooling elsewhere before returning to Davenport.
manager, officer of Davenport Schools, a board member of the Davenport Foundation and an advisor to the Davenport/Sneden family.
EXCELLENCE IN BUSINESS GALA 2021 An evening to support student scholarships
Join us for an exclusive conversation with the 43rd President of the United States, George W. Bush
& President George W. Bush
in honor of this year’s Peter C. Cook Excellence in Business Award winner, J.C. Huizenga
DeVos Place | Friday, October 22, 2021 DeVos Place | Friday, October 22, 2021 Sponsorships and tickets available davenport.edu/eib
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Q&A THE PANTHER PURSUIT: A LOOK AT DAVENPORT ALUMNI BUSINESS OWNERS The Davenport University Office of Advancement is excited to introduce our Alumni-Owned-Business Directory. As a kick off to celebrate this new alumni resource, we sat down with four Davenport University Alumni business owners to learn a little more about these entrepreneurs and their companies.
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Giving Section& Header Alumni
We are a team of human resource consultants with a wide range of skills and expertise. We specialize in diversity, equity and inclusion services. This includes planning, recruiting and training. I am also a certified Gallup Strengths Finders coach with a focus on team-building and employee engagement. The implementation of our programs results in productive and positive workplaces. This line of work aligns with my skills and education. I am also a lifelong learner, and this industry is constantly changing, requiring ongoing education. It keeps me on my toes.
Michigan Hop Alliance, Omena, MI michiganhopalliance.com
BRIAN TENNIS, ’09
CYNTHIA GRUBBS ’99
Describe what your company does:
Why did you choose this line of work?
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We 1nay be stnall, but our cones are big!
The Workforce Place, LLC, Novi, MI theworkforceplace.com
Describe what your company does:
We are Michigan’s oldest hop operation. We are comprised of farmers, processors and hop merchants. Our company develops relationships with a network of growers, brokers and breweries from all over the world. We operate in Omena, Michigan, Livonia, Michigan and Yakima Valley, Washington. Through the growth of Hop Alliance, we were able to start a new agricultural industry in Michigan and are one of the largest independent hop suppliers in the Midwest. How did your degree from Davenport University help prepare you to run Michigan Hop Alliance?
My business degree from Davenport not only made me a better, smarter and savvier business owner, it also made me a better person.
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At Third Coast Craftsman, I focus on woodworking and home improvement videos that I produce and publish on my YouTube Channel, where I have 500,000 subscribers. In addition, I sell my woodworking designs and merchandise. My income comes largely from my design plans and merchandise. I have shipped merchandise to followers in every state in the U.S., every province in Canada, and many different countries around the world. I also work directly with YouTube and source income from ad revenue and sponsorships with companies in the industry. How did your degree from Davenport University help prepare you to run your business?
Describe what your company does:
We are a luxury day spa that provides experiences to get away from the day-to-day rigors in life. We provide a lavish environment to celebrate birthdays, anniversaries, and special occasions in your life with relaxation and a premiere experience. To what do you attribute your success?
At The Woodhouse Day Spa, we provide nothing less than five-star customer service.
We welcome you to visit davenport.edu/alumni-business-directory to submit your business information to be featured in the directory.
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My degree was in finance and part of the curriculum included marketing, accounting and business management classes. Owning and running a small business requires so many skills and tasks that take place behind the scenes. I have to keep my own accounting books, market my own brand, and negotiate sponsorship deals with other companies. I manage an employee and do many things behind the scenes to run a successful business. Many of these things, I learned while attending classes at Davenport University.
DAVID PEZZATO ‘86 & MICHELLE PEZZATO ‘86
CHRISTOPHER SCHOENBERG ‘16
Describe what your company does:
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The Woodhouse Day Spa, Grand Rapids, MI grandrapids.woodhousespas.com
Third Coast Craftsman, Portland, MI thirdcoastcraftsman.com
Features Davenport | 11 DU Review
"Through Davenport University's Vision 2025, I believe this university is uniquely positioned to disrupt these long-standing problems facing our state and the nation." — Dr. Richard J. Pappas
Features
Changing the dynamics of higher education By Dr. Richard J. Pappas
The likelihood of these students earning a higher education becomes even more daunting when you consider the challenges these students face as the first in their family to attend college. Many first-generation students don't understand the complicated system or the financial gauntlet that higher education has established. As a result, the National Center for Education Statistics reports nearly 30% of first-generation students typically drop out of college after their first year.
Helping students to graduate from college shouldn't be the only measure of success for higher education. It's not enough. Students who invest in earning a higher education should expect to land a successful career. Unfortunately, this isn't always the case. Last year, Inside Higher Education reported 41% of college graduates couldn't find a job after graduation.
We've already seen incredible results with our first-generation peer mentoring pilot program, with 91% of participants returning for the second year of college. Through Davenport University's Vision 2025, I believe this university is uniquely positioned to disrupt these
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Affluent families have migrated to the suburbs, while low-income families are concentrated in more urban settings. According to the Institute for Student Achievement, urban schools often serve students living in poverty, students of color, English language learners and special education students. Teachers and administrators within urban schools often lack the resources and adequate training in culturally responsive teaching to support their students. This results in an especially high turnover rate for teachers and leaders because those new to the profession may not be prepared to address the challenges encountered in underserved urban communities.
As a result, students in urban schools are at a significant disadvantage. According to the National Student Clearinghouse Research Center, only 27% of high school students from schools with low-income and high diversity complete college within six years, a 24-percentage point gap compared to students from higherincome and less diverse schools at 51%.
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Today, our education system has profound and systemic issues rooted in societal barriers embedded in our elementary and secondary schools and playing out in higher education. It is the education crisis facing our state's future talent and economy.
Features
All of these efforts will also be supported by our work to address accessibility for students. It's not sufficient to offer classes online. We need to provide these classes in modes that meet students' needs, whether courses are served up on a mobile phone, tablet or desktop. We're creating opportunities for students to interact virtually and employ game-play learning. We are working hard to ensure all of our students have the equipment and internet access they need to participate, regardless of their location. All of these efforts are designed to make education accessible and impactful.
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long-standing problems facing our state and the nation. Over the course of the next five years, Davenport stands ready to address these challenges head-on. We have created targeted education to help train and support teachers and administrators in the urban setting. We launched the College of Urban Education five years ago to prepare incredibly talented educators with the tools they require to address students' unique needs. Our program has yielded significant results, with nearly a 35% increase in overall education attainment and engagement for participating classrooms. With this vision, we will increase our support of urban schools by introducing a new undergraduate pathway to teacher certification that ensures teachers are prepared to succeed in an urban setting from day one. We are also removing many of the barriers in place for first-generation students by wrapping them in support. Each will be offered a peer mentor to help them navigate their education and their decisions. They will be provided with additional specifically designed resources to address any financial or emotional challenges unique to the first-generation student. We've already seen incredible results with our first-generation peer mentoring
pilot program, with 91% of participants returning for the second year of college. By employing focused resources to improve first-generation students' support, we will eliminate performance gaps and achieve our goal of dramatically increasing first-generation retention equal to all Davenport University students reaching graduation. There are also cultural and language barriers at play in higher education. The Latinx population is the fastestgrowing in the United States and the least represented in higher education. Today, only 7% of our entire student population is Latinx, and that's unacceptable.
"Access to affordable, quality education can change communities." We are establishing a new initiative to support Latinx students. We are creating bilingual resources for students and working closely with communities to build trust and support to ensure their success. We are also looking at our workforce and making a concerted effort to hire more employees of color. We want our students to see people like them in our faculty and staff.
I am confident in Davenport's ability to address these real needs for our community. Why? Because we have the discipline in place to set goals and achieve them. Our recent recognition as the only university to earn the prestigious Michigan Performance Excellence State Baldrige Award serves as strong indicator of our ability to deliver quality education for our students. A perfect example? Ten years ago, Davenport set a goal to increase graduation rates. Today, we have far exceeded our targets and improved our students' graduation rate by 174%. Access to affordable, quality education can change communities. But it depends on widespread support. I wish I could tell you these initiatives are easy to achieve. They aren't. But as a university, we have the ability to change the trajectory of our students' and their families' lives. It's time to change the dynamics of higher education, and Davenport is poised to do just that. We will help students at all levels, regardless of background or socioeconomic status, achieve success. We will uphold our long-standing legacy of offering degrees, certifications and noncredit professional programs within industries that are growing and offer rewarding careers. We will create the strong and diverse talent our future economy needs.
Features DU Review
— Dr. Richard J. Pappas
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"I am confident in Davenport's ability to address these real needs for our community. Why? Because we have the discipline in place to set goals and achieve them."
I AM
#FIRSTGEN
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Were you the first in your family to attend college? Davenport is creating a new program to offer focused support to first-generation students to help them achieve their education goals. What better way to show they can achieve success than telling them about yours?
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Help us share your success story.
Send an email to ducomm@davenport.edu
University News
Exploring certificates A new way to amplify your skills and earning potential
Certificates are becoming increasingly popular as a quick way to expand your career options. Specialized certificates can be earned in a variety of subjects at major universities, community colleges and even some major corporations, giving students quick, immersive exposure to pivotal content and skills to land the next step in their career.
SO WHAT ARE CERTIFICATES AND HOW DO THEY WORK? There are several types of certificates, from academic to professional. However, those most likely to change your career projections fall into the academic certificate category.
In February, Davenport introduced pre-bachelor stackable certificates as a pathway to associate and bachelor’s degrees in: • Accounting • Finance
• Business
• Cyber Defense and Security
• Computer Information Systems • Networking Technology
Students who choose to get a stackable undergraduate degree can take the certificate and get a job right away. They can also use the certificate and reduce the time to complete their next degree. DU Review
Academic certificates can be applied to an associate, bachelor's or master's degree program. These certificates are designed to give you a leg up in the job market while also establishing building blocks for your next educational goal or
career move. They also offer students an opportunity to earn in-depth training in a specific area providing industry credibility and job search advantages.
University News
In addition, Davenport offers graduate certificates providing advanced skills in: • Accounting and Financial Analysis • Business Essentials
• Data Mining and Visualization • Finance
• Human Resource Management • Leadership Strategies
• Managerial Accounting • Marketing
• Sales Leadership
• Strategic Management
• Health Care Management
A certificate can help you learn about a career field and earn a nice income. Better yet — you are building a relationship with your employer, who may turn around and invest in your career goals and help you get to the next level. Andy Jones, CEO MCPc
• Data Analytics
• Predictive Analytics and Visualization • Urban Education
• Urban Educational Leadership
NUMBERS TALK
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As of January 2021, the unemployment rate in Michigan was 6.9% and, nationwide, 7.9%. It can be argued that there’s an urgent need for job applicants to differentiate themselves — quickly — in order to land their next position. Advanced training and specialization are becoming more and more desirable to those already established in the workforce. "Stacking" these sometimes-necessary certificates with other course criteria can help a person move more quickly toward securing an advanced degree.
MERITS OF CERTIFICATION It’s important to evaluate the value of certification and its impact on your personal career or the benefits to your workforce. For individuals, certificates can offer:
• Job essentials With technology constantly evolving, the need for advanced training increases. Businesses can benefit from having subject matter experts to share knowledge on new or updated practices. • Workforce retention It often makes the most sense to invest in current employees rather than recruiting from outside the organization, helping increase loyalty and morale. • High-talent recruitment High-quality, skilled talent is likely to seek out employers that value and invest in their employees.
• Professional growth Career advancement often requires a willingness to learn. Additional education is also a way to explore a new career path before fully committing to a second degree.
In addition to academic certificates, including stackable prebachelor certificates, Davenport offers post-baccalaureate, graduate and postgraduate certificates.
• Salary With few exceptions, each additional certification or degree earned will result in a salary increase.
LEARN MORE BY VISITING DAVENPORT.EDU/CERTIFICATES
• Job search Everyone is looking for a leg up in a competitive job market. Additional education will add distinction over other applicants and demonstrate dedication to advancing in a chosen field. DU Review
Employers can also benefit by hiring and supporting employees with stackable certifications. Consider:
TIME TO COMPLETE 1 Year (enrolled full-time)
NETWORKING CERTIFICATE SALARY POTENTIAL $54,760
ex. IT consultant, computer technician, computer support specialist
University News
STACKING DEGREES PAYS OFF
NETWORKING STACKABLE CERTIFICATE
An example of a networking technology degree pathway that stacks credentials and earning potential
NETWORKING BACHELOR'S DEGREE TIME TO COMPLETE +2 Additional Years (enrolled full-time)
ASSOCIATE DEGREE SALARY POTENTIAL $73,760
ex. web developers
TIME TO COMPLETE +1 Additional Year (enrolled full-time)
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NETWORKING ASSOCIATE DEGREE
NETWORKING GRADUATE DEGREE TIME TO COMPLETE +2 Additional Years (enrolled full-time)
$85,000
ex. network and computer systems administrator, computer programmer
GRADUATE DEGREE SALARY POTENTIAL $96,160
ex. computer network support specialist, computer systems analyst
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BACHELOR'S DEGREE SALARY POTENTIAL
Opening doors. Open more doors for your career with a new $8,000 Davenport Alumni Scholarship. Available to new graduates, the scholarship is valued at $8,000 per year for up to four years to use toward one of 11 graduate degrees in business, technology, health and urban education.
Open the door to greater career opportunities today. Visit davenport.edu/8000 to get started.
Features
GLOBAL CAMPUS EXPLORING A NEW FRONTIER
A woman across the aisle sees her working and asks her if she is on her way to class. Alex responds, "I’m currently taking a podcast course, working toward a master’s in accounting. It’s an amazing program. I get to customize the entire course. I can choose from podcasts, one-on-one video or virtual meetings. The entire program adjusts to my learning needs and speed. This new approach to online courses is making it so much easier to access my classes as I earn my graduate degree.”
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The train doors close and Alex settles into her seat for the ride. She has an hour commute to her job downtown. She slides in her earbuds and tunes into the latest podcast from her professor. She can now wrap up this lecture and then prepare for her group meeting tonight. She plans to meet in a virtual reality café with fellow students who currently live in Hong Kong and London.
This interaction and description of a college course may sound far-fetched, but it isn’t that far away. At least if Brian Miller, dean of the Global Campus for Davenport, has anything to say about it. “When it comes to an online experience, students have expectations regarding technology. It’s my job to make sure our Global Campus meets them with learning experiences that are rich, flexible and engaging,” Miller says. DU Review
The Global Campus team is continually looking for ways to advance Davenport and its online offerings. Davenport University
Features Davenport | 21 DU Review
WHY STUDENTS CHOOSE TO STUDY ONLINE
MODERN LEARNERS
63%
34%
3%
60%
56%
it's the best fit for work/life responsibilites
it's their preferred way of learning
they could only find their program online
want personalized, timely content
learn on demand
*Data collected by Learning Source
A recent article by Guide2Research reported that in an Online College Students 2019 survey, 63% of respondents said they enrolled in an online program because it was the best fit for their work and life responsibilities. While 34% stated it was their preferred method of learning, and only 3% said it was because they could only find their program online. Davenport is improving the online experience for students by addressing how they access their courses. “It can’t be assumed that a student owns a laptop or has a broadband connection. If the only way a student can participate in a discussion is on their phone, that’s OK. If noise is an issue, online chat is acceptable. And suppose a student cannot view or hear a video assignment for any reason. In that case, Davenport will embed captions and provide a printed transcript,” he adds. What is at the forefront for Davenport’s Global Campus? Miller describes the road ahead for the university. “It’s about personalization and access,” said Miller. “We can create better experiences, help more students achieve their education goals, and address barriers for students who haven’t had access to higher education before.”
• PERSONALIZATION Leveraging artificial intelligence to create courses that adjust to students' learning style and pace. Davenport is looking to tap technology to help each student connect with the content they need, when they need it, to succeed. For instance, introducing programs that auto-adjust to deliver better practice problems in math class or automatically serve up journal articles on a research assignment.
• ACCESS Creating new modes of course delivery to reach students underrepresented in higher education. With new partnerships, courses offered on mobile devices, and further investment in the university’s computer labs, Davenport is looking to ensure students can easily access their classes regardless of where they are and how they connect.
73%
Percent of DU professors certified to teach online
Percent of students enrolled in at least one online course
25%
204
Percent of students enrolled in online programs
Number of majors Davenport offers online
MODES OF LEARNING GLOBAL CAMPUS OFFERS • ONLINE Courses offered on-demand
• REAL-TIME VIRTUAL Classes offered in a virtual classroom with a professor and fellow students meeting at a specific date and time
• HYBRID Classes offers a combination of online, real-time virtual or in-seat experience.
“We can create better experiences, help more students achieve their education goals, and address barriers for students who haven’t had access to higher education before.” Brian Miller, dean of the Global Campus for Davenport
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“Technology continues to evolve. Our economy and business needs continue to grow. We need to make sure that our online programs also evolve to meet the needs of our students and their future employers,” said Miller. “With our renewed focus and investment in this space, I’m excited about the unlimited potential our online programs can offer and the number of students we can reach.”
70%
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Davenport’s Global Campus is focusing on two specific areas over the next five years:
GLOBAL CAMPUS BY THE NUMBERS
Features
has long been a leader in online learning, having offered online college degrees for more than 20 years.
Giving & Alumni Davenport | 23
WHY I GIVE DU Review
Davenport Legacy Society Edition — Today’s Plans for Tomorrow’s Panthers Davenport’s Legacy Society recognizes generous donors who have chosen to leave a lasting legacy to the future students of Davenport University through a planned gift. So many of these donors have been influenced themselves during their lifetime by the generosity of others and find value in paying it forward. The legacy society has grown substantially over the last few years as people begin to recognize the benefits and options available to them. Their commitments impact the experience of students and programs they engage with in perpetuity. Here are a few donors' insights as to why they’ve chosen to give back to the students of DU through a planned gift …
Giving & Alumni Davenport | 24
ARLA J. ESSINKSPAMAN AS ‘95
BBA '96, MBA '18 “Looking back at my college experience, I remember the professors that guided me and impacted my career path. If it wasn't for access to scholarships, I possibly would not have been able to focus on being a student. I wanted to help future Davenport University students. Combining an annual scholarship to help students today with a bequest through my estate to endow a scholarship for student support in the future made one of my personal goals possible.”
BS ‘75 “I feel that those of us that have been more fortunate in life have a responsibility to give back to our communities. When thinking of different ways I can give back, I can’t think of anything better than helping a young adult get an education that can help them achieve the American Dream. There is an old saying, ‘Give a man a fish, feed him for a day. Teach a man to fish, feed him forever.’ Helping others be successful is the best thing we can do to give back to our communities, and I can’t think of a more effective way to help others be successful.”
DU Review
“The Today’s Plans for Tomorrow’s Panthers program allowed me the opportunity to give back to Davenport for its continued assistance to my growth and education, as well as to honor the memory of my sister Sharon who had a passion for nursing. Scholarships gave her the ability to pursue her dream, and I wanted to help others follow their nursing dream!”
MARK MINDER
MICHAEL ALLIE
6191 Kraft Avenue SE Grand Rapids, MI 49512
Tee it up for students Join us in our commitment to students for this year’s Davenport University Scholarship Golf Classic. Monday, August 23, 2021 Egypt Valley Country Club
Register now at davenport.edu/golf Sponsorship opportunities available.